1. University English, AGM York, 12/04/19
English among the Languages
Olga Gomez-Cash,
Steering Group,
University Council of Modern Languages

2. Languages as university discipline
Early growth of individual language departments
French and German as ‘easier’ in comparison to Greek and Latin
Rise of Spanish (strategic geo-political, commerce trends)
Some languages e.g. Dutch, Italian, Russian, Portuguese concentrated at uni level
Confucius Institutes and China’s ‘soft power’ > expanding definition of ‘modern languages’
Language learning and cultural studies
Link to intellectual and aesthetic education originally gave MLs disciplinary status alongside English and Classics
In time, study of high culture, translation of edifying literature> interdisciplinary approach encompassing film/media/music/graphic art and cultural awareness/ intercultural competence skills
Languages in crisis and renewal
English compulsory subject around world yet in UK languages are ‘difficult’
Merging of departments/schools of Languages – growth of common identity (transnational focus, translation and multilingualism)

3. Language study today Impact of:
Practical acquisition of language skills (evening classes, languages for specific purposes, ‘languages for employability’)
UK language policies : 1980s language study compulsory ages 11-16/1995 >by 2010 fewer than 40% schools had a majority of students taking a language at GCSE, UK languages strategy , Wales and Scotland have own language approaches
Concentration of school language study in Independent Sector, with gender and geography also playing a significant roles
Languages in use in UK other than official languages (‘Community languages’) and building their status in mainstream education
Two significant HE responses
Democratisation and accessibility: University-wide language programmes, ‘Languages for all’
Routes into Languages HEFCE funded initiative ( ) promoting take-up of languages (with a focus on WP) via cooperation between 9 regional networks of 67 universities, c. 2,300 schools and 87,000 young people, Routes into Languages Cymru since 2009, funded initially by HEFCW, now Welsh Universities + educational/third-sector organisations.

4. UCML The unifying voice of Languages in UK Higher Education
Joining up modern languages, linguistics, cultural and area, and more recently translation studies and supporting reflection and debate on discipline, successful trends and innovations
Represents the views of modern languages and cognate disciplines to Government, funding councils etc. at national level
Disseminates information about the state of study, research and teaching of modern languages and cognate disciplines in the UK (collaboration with British Academy and British Council)
Regularly presents the case for languages in the media
Advocacy: attending to languages pipeline and uptake of languages at all levels, getting languages recognised as strategic subject, supporting threatened HE departments, articulating benefits of language learning
Taking over ownership of the Routes brand and will provide a governance structure and organisational support for Routes’ ongoing development.

5. Languages, English and Classics working together
Cognate disciplines with overlap in critical skills related to study of cultures. ‘Cultural and linguistic richness’ > intercultural approach to languages informing AHRC funding and which can inform an understanding of a continuum across our disciplines:
Transnational curriculum– identifying key frameworks and concepts across MLs (e.g. Transnationalizing Modern Languages)
The global circulation of culture via translation studies : from the role of translators in ‘world literature’ (e.g. Authors and the World) to international crime fighting (e.g. Transnational Organised Crime and Translation)
Multilingualism as a paradigm (e.g. in OWRI projects, inclusion of EFL, Global Englishes)
Community languages and heritage languages (e.g. BA mapping Arabic resources and capability).